Loading...
Publication
Prática de Ensino Supervisionada – Entre(linhas) e palavras: contributo(s) para melhorar a compreensão textual
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.97 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este relatório final foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), integrada no 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, na Escola Superior de Educação (ESE) do Instituto Politécnico de Bragança (IPB). É um documento que apresenta alguns dos aspetos que envolveram a nossa prática ao longo do estágio, tanto no 1.º Ciclo do Ensino Básico (1.º CEB) como no 2.º Ciclo do Ensino Básico (2.º CEB) e os quais consideramos acolher neste documento, por considerarmos terem mais força de expressão, embora as experiências que não constam tenham sido, de igual forma, significativas. O presente trabalho de investigação, tem como objetivo analisar o impacto de diferentes estratégias de promoção da compreensão textual na motivação, participação e comportamento dos alunos do 1.º e 2.º Ciclos do Ensino Básico. A investigação centra-se na implementação de atividades diversificadas, procurando identificar quais as metodologias que mais contribuem para o desenvolvimento das competências das crianças e para o envolvimento dos alunos nas tarefas propostas. Foram observadas práticas de leitura orientada, leitura autónoma e trabalho cooperativo, de modo a avaliar as mudanças ocorridas no desempenho dos alunos antes e depois da aplicação das estratégias selecionadas. Assim, destacaram-se como principais:
(i) Observar e descrever a relação entre o desenvolvimento de competências e o comportamento das crianças em contexto de sala de aula;
(ii) Implementar atividades que promovam a compreensão textual, o interesse e o envolvimento das crianças nas atividades propostas;
(iii) Comparar as atitudes e o comportamento das crianças antes e depois da aplicação de estratégias específicas.
O documento concebe, na sua estrutura, um enquadramento teórico que sustenta e demonstra a importância de observar e analisar como a implementação de estratégias adaptadas à realidade dos contextos e a forma como estas influenciam a motivação, a participação e o comportamento das crianças, revela-se particularmente pertinente.
Os resultados evidenciam que a utilização de atividades motivadoras, articuladas com recursos didáticos adequados, potencia não só a compreensão textual, mas também níveis mais elevados de participação, autonomia e comportamento positivo em contexto de sala de aula. O estudo reforça, assim, a importância de práticas pedagógicas intencionais e diferenciadas para a melhoria contínua das competências das crianças. A relevância do
iv
trabalho reside em demonstrar as diferenças, em termos comparativos, no início e no fim do estágio.
This final report was produced as part of the Supervised Teaching Practice (PES) course, which is part of the second year of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the School of Education (ESE) of the Polytechnic Institute of Bragança (IPB). It is a document that presents some of the aspects that involved our practice throughout the internship, both in the 1st Cycle of Basic Education (1st CEB) and in the 2nd Cycle of Basic Education (2nd CEB) and which we consider to be included in this document, as we believe they have greater expressive power, although the experiences not included were equally significant. This research project aims to analyze the impact of different strategies for promoting textual comprehension on the motivation, participation, and behavior of students in the 1st and 2nd cycles of basic education. The research focuses on the implementation of diverse activities, seeking to identify which methodologies contribute most to the development of children's skills and to the involvement of students in the proposed tasks. Guided reading, independent reading, and cooperative work practices were observed in order to assess changes in student performance before and after the application of the selected strategies. Thus, the main objectives were: (i) Observe and describe the relationship between skill development and children's behavior in the classroom context; (ii) Implement activities that promote textual comprehension, interest, and children's involvement in the proposed activities; (iii) Compare children's attitudes and behavior before and after the application of specific strategies. The document's structure provides a theoretical framework that supports and demonstrates the importance of observing and analyzing how the implementation of strategies adapted to the reality of contexts and the way in which these influence children's motivation, participation, and behavior is particularly relevant. The results show that the use of motivating activities, combined with appropriate teaching resources, enhances not only textual comprehension but also higher levels of participation, autonomy, and positive behavior in the classroom. The study thus reinforces the importance of intentional and differentiated teaching practices for the continuous improvement of children's skills. The relevance of the work lies in demonstrating the differences, in comparative terms, at the beginning and end of the internship.
This final report was produced as part of the Supervised Teaching Practice (PES) course, which is part of the second year of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the School of Education (ESE) of the Polytechnic Institute of Bragança (IPB). It is a document that presents some of the aspects that involved our practice throughout the internship, both in the 1st Cycle of Basic Education (1st CEB) and in the 2nd Cycle of Basic Education (2nd CEB) and which we consider to be included in this document, as we believe they have greater expressive power, although the experiences not included were equally significant. This research project aims to analyze the impact of different strategies for promoting textual comprehension on the motivation, participation, and behavior of students in the 1st and 2nd cycles of basic education. The research focuses on the implementation of diverse activities, seeking to identify which methodologies contribute most to the development of children's skills and to the involvement of students in the proposed tasks. Guided reading, independent reading, and cooperative work practices were observed in order to assess changes in student performance before and after the application of the selected strategies. Thus, the main objectives were: (i) Observe and describe the relationship between skill development and children's behavior in the classroom context; (ii) Implement activities that promote textual comprehension, interest, and children's involvement in the proposed activities; (iii) Compare children's attitudes and behavior before and after the application of specific strategies. The document's structure provides a theoretical framework that supports and demonstrates the importance of observing and analyzing how the implementation of strategies adapted to the reality of contexts and the way in which these influence children's motivation, participation, and behavior is particularly relevant. The results show that the use of motivating activities, combined with appropriate teaching resources, enhances not only textual comprehension but also higher levels of participation, autonomy, and positive behavior in the classroom. The study thus reinforces the importance of intentional and differentiated teaching practices for the continuous improvement of children's skills. The relevance of the work lies in demonstrating the differences, in comparative terms, at the beginning and end of the internship.
Description
Keywords
Prática de Ensino Supervisionada Leitura Interpretação de textos Experiências de ensino-aprendizagem Competências Motivação Diferenças comparativas